UNLV's Office of Online Education

Presenter:

Michael WilderInstructional Design Coordinator

Destiny has led Michael on a dual career path of both education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and college faculty.

Preparing to teach an online course

Learning Objectives

By participating in this presentation, participants will be able to take the next step in preparing to teach online. These steps include:

• Plan and prepare to develop an online course.

• Collaborate with the Office of Online Education toward the development of a fully online or blended course.

• Employ online teaching strategies that nurture student success.

Questions:

How many have taken

an online course before?

How many have taught

an online course before?

Online Education Enrollment Growth

507

35865

0

5000

10000

15000

20000

25000

30000

35000

40000

Degree Programs Offered

Doctor of Philosophy in Nursing; Nursing Education Track

Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Track

Doctor of Philosophy in Nursing; Sustainable Health

Doctor of Nursing Practice

Master of Science in Nursing; Nurse Educator Track

Master of Science in Nursing; Family Nurse Practitioner Track

Master's of Hospitality Administration (MHA)

Master’s of Educational Psychology (Fall 2015)

B. S. in Public Administration

B. A. in Social Science Studies

How Do We Work Together?

Course

Development

Team

INSTRUCTIONALDESIGNER

SUBJECTMATTEREXPERT

INSTRUCTIONALARTIST

RESEARCHLIBRARIAN

INSTRUCTIONALAPPLICATIONSPROGRAMER


Course Development Process

1

CONTENT DEVELOPMENT

3

5

2

4

6

INITIAL CONTACT

COURSE DEVELOPMENT FORM SUBMISSION

FINAL APPROVAL

COURSE DEVELOPMENT TEAM MEETINGS

COURSE DEVELOPMENT FORM SUBMISSIONThe subject matter expert (SME) initiates the development process by completing the online course development form.

The subject matter expert meets with OE representatives to identify learning objectives and conduct initial planning.

Based upon the educational content delivered by the SME, all members of the development team collaboratively organize and create the elements of the online curriculum.

The course development form is approved by the academic unit dean, department chair, and OE director.

The course development team meets regularly with the subject matter expert to collaboratively plan and approve the development of online curriculum.

Once the course has been completed, the subject matter expert, instructional designer, instructional design coordinator, and OE director review the course for completion and quality standards.

Preparing to teach an online coursehttp://online.unlv.edu


Definition of Blended

Formal education program in which a student learns:

1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;

2. at least in part in a supervised brick-and-mortar location away from home;

3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”

(Clayton Christensen Institute, 2013)

Clayton Christensen Institute, (2013). Key Concepts: Blended Learning. Retrieved from http://www.christenseninstitute.org/key-concepts/blended-learning-2/

Quality Assurance

• Evidence-based• Standards are supported by

literature and best practices in online learning• Set of 8 General standards and 43 specific review

standards• Rubric focuses on course design and alignment

(learning objectives, assessments, course activities, technology, etc.)


Homework Activity: Initial course planning

Purpose:The purpose of this activity is to begin thinking about (and sharing) the initial elements of an online course.

Task:Review the “Course information worksheet” and the “Course organization overview” documents, draft some initial information, then share this information with someone in your group.

Criteria for success:Participants will have met the criteria for success by drafting basic information about a proposed online course and discussing this information with peers.

Question:

How long does it take to develop

a new online or hybrid course?

What does an online course

look like?

Slide Title

Slide Content

Presentation Title

Customized Learning Objects

and Visualizations

Interactive Applications

UNLV School of Nursing

The establishing scene presents a 3d animation of the

virtual building.


Hotspots in three patient rooms and at the nursing station

provide interactivity


Virtual Gero Floor: Hotspots reveal information about the clinical case scenario


In this example, the student clicks to reveal the readings of Pulse

Oximetry Machine.

Other hotspots provide additional information which students check

before answering the Scenario Questions.

3-D Artwork

Enhancing a student’s focus on course content

Design matters in online courses

Instructional design of content

Consistent navigation

Consistent syllabus content

Consistent look and feel of content and art

Consistent look and feel of content and art


IsolationThe isolation that many students may feel in an online course is the hardest symptom for educators to combat (Palloff & Pratt, 1999).


Swift Trust

"The most effective online teachers get a good start in the very first week, which is the essence of swift trust, with online communication. Once established, swift trust will carry over into the remainder of the semester if high levels of action are maintained."

Coppola, N. W., Hiltz, S. R., & Rotter, N. G. 2004


Welcome Letter

• Self-introduction• Course description • Prerequisites• Textbook / materials• Major assignments• Test dates• Contact information• Warm and sincere• Sets up “swift trust”

Student roster and e-mail addresses obtained through MyUNLV


Introductory video

Shows that you are: • Human• Present• Prepared• Available

Explains how the course works.

Doesn’t need to have high production values.


Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.


Introductory discussion post

• Be the first one to post (model)

• Read and respond to every student post

• Make the introductory discussion gradable and mandatory


Instructor Web site

• Area of research

• Credentials / Vitae

• Teaching philosophy

• Contact information

• Office hours

• Map to office

Module videos


Personal contact

After one week, personally contact students that haven’t entered the course.

Later in the course, personally contact students that are falling behind.

Question:

What tips do you have for nurturing the success of students at the beginning

of the semester?

Preparing to teach an online coursehttp://wchelp.unlv.edu/instructors

WebCampus Tool Tips

• Course Copy

– http://wchelp.unlv.edu/instructors/copying-course-content

• Date Management Tool

– http://wchelp.unlv.edu/instructors/date-management

• Known Issues

– http://wchelp.unlv.edu/instructors/known-issues

http://wchelp.unlv.edu/instructors/copying-course-content

http://wchelp.unlv.edu/instructors/date-management

http://wchelp.unlv.edu/instructors/known-issues

Contact WebCampus Support

IT Help Desk

E-mail: [email protected]: 702-895-0777Hours: 7am – 11pm 7 days a week including holidaysWeb form: http://oit.unlv.edu/help/webcampusWebCampus Tipsheets: http://wchelp.unlv.edu

http://oit.unlv.edu/help/webcampus

http://wchelp.unlv.edu/

Questions?

Please use the chat window to type in your questions.

UNLV's Office of Online Education

Education

online course development

online course http

online learning

office of online education

blended course

online teaching strategies

instructional designer

oe director